七年級國中生英語比較級文法顯性教學與隱性教學研究

A Study of Explicit versus Implicit Grammar Instruction of Comparative Adjectives for Seventh-grade EFL Students

江懿錞(Yi-chun Chiang)

指導教授 ： 陳月妙

國立中正大學/文學院/英語教學研究所/碩士(2013年)

摘要

本研究旨在探討顯性教學法和隱性教學法在學習「比較級文法」的成效、其持續性以及學生對教學法的觀感。2012年三月到五月進行本研究。研究對象為彰化兩班七年級的學生，共61人，其中一組為隱性組，另外一組為顯性組。隱性組是進行隱性文法教學，老師不會對學生教導和解釋文法，而主要是透過繪本(裡面包含很多比較級的例子)來學習文法規則。顯性組則是進行顯性文法教學，教師會直接解釋比較級的文法規則。資料蒐集包含英語學習背景問卷、前測、立即後測、兩份延宕後測，以及學習後的問卷。
研究結果指出顯性教學法和隱性教學法皆對比較級文法教學有立即的成效，且t檢定也證實兩種教學法一樣有效果。從效果持續性來看，顯性教學法並沒有延宕效果，不論是在教學後的一個月或是教學後的兩個月;然而，隱性教學法的延宕效果卻存在至少兩個月。那就是說，顯性教學法只有短期的學習效果而隱性教學法卻是在短期和長期的持續性上皆有正向、顯著的學習效果。整體而言，學生對文法教學法(顯性教學法、隱性教學法)皆有正向的評價以及回饋。然而，接受隱性教學法的學生卻比接受顯性教學法的學生在學習後問卷上給了更高的分數，且分數也達到了顯著性，這意味著，隱性組學生是普遍比較滿意隱性教學法的。最後，兩組學生對教學法各提出了優點、缺點以及可以改進的地方。根據本研究的結果，文末提出了一些討論以及建議。

關鍵字

英語教學 ； 顯性教學法 ； 隱性教學法 ； 文法教學 ； 形容詞比較級

並列摘要

The purpose of the current study was to investigate the immediate effects, delayed effects, and subjects’ perceptions of explicit and implicit instruction on the learning of English comparative adjectives. The current study was conducted from March to May of 2012, and the subjects were 61 seventh-grade junior high school students from two English classes in Changhua County, Taiwan. One of the classes formed the implicit group, while the other served as the explicit group. The implicit group (n=31) received implicit grammar instruction with no explanation of the rules, but using stories embedded with examples of comparative adjectives, while the explicit group (n=30) was given explicit grammar instruction explaining the rules of comparative adjectives. Data was collected using a background information questionnaire, a pretest, an immediate posttest, two delayed posttests, and a post-learning questionnaire.
The findings indicated that both explicit and implicit instruction had immediate effects on the learning of English comparative adjectives, with t-test results revealing that the two instruction types were equally effective. In terms of delayed effects on the learning of the target grammar, the affects of the explicit instruction were found not to be retained after one month or after two months from the end of instruction; however, the implicit instruction did show delayed effects lasting for at least two months. That is to say, the explicit instruction only showed learning effects in the short-term, while subjects receiving the implicit instruction were able to retain their memory of the target grammar in both the short-term and the long-term. As for the subjects’ perceptions of the grammar instruction that they received, both groups rated the instruction highly and expressed positive views of the course. However, the subjects receiving the implicit instruction rated their experience significantly more positively than did the subjects who received the explicit instruction, indicating that the subjects in the implicit group were especially satisfied with the implicit instruction that they received. Finally, the subjects in both groups provided some responses regarding the advantages and disadvantages of the instruction that they had received. Based on the results, some pedagogical implications and suggestions for further research were provided at the end of the study.

並列關鍵字

English teaching ； explicit instruction ； implicit instruction ； grammar instruction ； comparative adjectives

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